https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-rumford-and-nutrition.pdf
Your as- signment is to go with your group to a table and write or draw on the sheet about nutri- tion as indicated on the sheet. Your teacher will provide further directions. Activity 2: Student Questions
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/rotational-graffiti.pdf
Rotational Graffiti was written by Don Metz and Stephen Klassen, University of Winnipeg. This publica- tion reflects only the views of the authors, and the Commis- sion cannot be held responsible for any use
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/scoring-of-student-questions.pdf
would Sarah do?” (peripheral 2) is deemed as being at approximately at the same level of sophistica- tion as “How do you attach the blades?” (factual 2), as each asks for information that requires a context [...] are no animals [birds]?”). The former asks for an explanation of a concept with scientific implica- tions, and the latter asks for an elaboration of the rea- son for a particular action with ethical implications [...] authors, and the Commission cannot be held responsible for any use which may be made of the informa- tion contained therein. TABLE: Scoring Values Assigned to Framework Categories Peripheral Factual Conceptual
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/teachers-guide-nutrition.pdf
provided with the teaching unit Benjamin’s Mystery Soup are designed to be used in the study of nutri- tion in Biology or Health Education. The level of the materials is suitable for students approximately [...] knowledge deficiencies and items of curiosity, which may be a manifestation of interest. These ques- tions should be analyzed and grouped by the teacher in order to utilize them in the following class for
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/guericke-story-gb.pdf
pernican model could indeed state that their ob- servations matched the even much easier calcula- tions better than the ones of the representatives of the picture that saw the Earth as the centre did. But
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-guericke-gb.pdf
uni- verse. The theories of Nikolaus Kopernikus (1473- 1543) and Johannes Kepler (1571-1630) ques- tioned Aristotle’s Dogma about the celestial spheres in a similar manor, but many problems were still unsolved [...] sub- stance is in between them? Many preliminary explanations didn’t withstand a further examina- tion, e.g. Kepler’s approach to explain the move- ment of the planets by means of a force, which was similar [...] experi- ments are the genuine Masters, whom one have to follow in physics.“ (Attali 2007, 167) The ques- tion how knowledge was developed or how to conduct science in general got in this relation a new viewpoint
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/guericke.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lichtenberg.zip
Commission (project 518094-LLP-1-2011-1-GR- COMENIUS-CMP) and Institution, Country. This publica- tion reflects the views only of the author, and the Commis- sion cannot be held responsible for any use
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joliot-curie.zip
Joliot-Curies kept their interpreta- tion of the result of their experiments being γ- radiation, James Chadwick, who was working with Rutherford, choose a different interpreta- tion. According to Chadwick this [...] g.eu distinct to the previous understanding. A key element in his chemistry was the different no- tion of chemical reactions that helped him to use the quantitative description, and the un- derstanding [...] of the ele- ments that form this compound. This rule be- came known as the law of constant composi- tion. Even though this law appeared to be valid for the chemical reactions that had been ana- lyzed qu
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/joliotcurie-story-gb.pdf
it is probably just an artifact of the apparatus – you know how error sensitive the mass determina- tion can be.” Frederic agreed: “Yes, and our experiments with the α-particles are going well – particularly [...] insisted: “This is something we have to check once again.” Q5: What is so exciting about the observa- tion Irene had made? Q6: Should Irene and Frederic repeat the experiment? What if they don’t observe traces